A Response to "The Linguistic Isolation of Hispanic Students in California's Public Schools"

Autor/in	Jimenez, Robert T.
Titel	A Response to "The Linguistic Isolation of Hispanic Students in California's Public Schools"
Quelle	In: Yearbook of the National Society for the Study of Education, 105 (2006) 2, S.155-172 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Stellungnahme; Public Schools; Racial Segregation; Educational Policy; Hispanic American Students; Language of Instruction; Bilingualism; English (Second Language); Limited English Speaking; Spanish Speaking; Court Litigation; Immigrants; Racial Bias; Economic Factors; California; North America; United States + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Rassentrennung; Politics of education; Bildungspolitik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching language; Unterrichtssprache; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Rechtsstreit; Immigrant; Immigrantin; Immigranten; Racial discrimination; Rassismus; Ökonomischer Faktor; Kalifornien; Nordamerika; USA
Abstract	This chapter presents the author's response to Bernard Gifford and Guadalupe Valdes's article "The Linguistic Isolation of Hispanic Students in California's Public Schools: The Challenge of Reintegration." In their article, Gifford and Valdes consult the historical record concerning English-speaking Anglo contact with Spanish-speaking "Californios" in 19th-century North America and provide statistical evidence of the resegregation currently being experienced by Latino students. They describe how, shortly after the Mexican government ceded California to the United States in 1848, an ideology of racial, cultural, and linguistic superiority led to the enactment of English-only legislative and educational policy, as well as a segregated system of schooling. Gifford and Valdes identify the fears of white parents who worry about the effects Latino children would have on their own children's educational progress. The author believes that these fears motivated the establishment of a segregated school system in an earlier era, and as Gifford and Valdes suggest, it may also contribute to the intense and sustained linguistic isolation that is a result of today's racial and ethnic segregation. (ERIC).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10